Communities In Schools

Maximizing Support for Motivation

Communities In Schools

Dr. Theresa Thorkildsen and Persis Driver

Communities in Chicago Schools, April 23, 2014

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivationPart III – Learning with the whole body and not just

with the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivationPart III – Learning with the whole body and not just with

the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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R-E-S-P-E-C-TFind out what it means to me!

Sennett, R. (2003). Respect in a world of inequality. New York: W.W. Norton and Company.

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Primary ThemesPart I – Building trust and showing respect

Part II – Reasons for success and failureVerbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivationPart III – Learning with the whole body and not just with the mind

What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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Luck or skillEffort or task difficulty

Ability or effortVerbal and non-verbal intelligence

Common Attributions for Success and Failure

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivationPart III – Learning with the whole body and not just with the mind

What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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Good Ideas

• Show interest and give responsibility.

• Make attributions to thought, strategy choice, and improvements.

• Promote cooperation.

• Select stimulating tasks and materials that vary in difficulty level.

• Give choices with some structure.

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Easy Bad Habits

• Attribute failure to low effort.

• Use of extrinsic rewards as an inducement to compliance.

• Demand assignment completion before allowing for free-time activities.

• Offer global praise.

• Encourage the best effort.

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivation

Part III – Learning with the whole body and not just with the mind

What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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How does your physical location affect your perspective?

How do you incorporate physical activities into students’ day?

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivation

Part III – Learning with the whole body and not just with the mind

What knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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General type Specific type Definitions

Factual knowledge

Matters of logic

Physical laws

Empirical regularities

Intellectual conventions

Constitutive conventions

Regulative conventions

Controversies Controversial matters

Opinions Personal preferences

What type of knowledge is of most worth?

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivation

Part III – Learning with the whole body and not just with the mind

What knowledge is of most worth?

Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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Why is it so easy to punish the whole group for the transgressions of a few, but so difficult to praise everyone for the successes of a few?

What does it mean to be and do good?

Miller, R. L., Brickman, P., & Bolen, D. (1975). Attribution versus persuasion as a means for modifying behavior. Journal of Personality and Social Psychology, 31, 430-441. doi: 10.1037/h0076539

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivation

Part III – Learning with the whole body and not just with the mind

What knowledge is of most worth?Catch ‘em being good!

Promoting fairness in the classroomPart IV – Assessment

Long-term and short-term benefitsSeparation in brief encounters

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Distinguish Learning, Test, and Contest Situations

Thorkildsen, T. A. (1989). Pluralism in children's reasoning about social justice. Child Development, 60, 965-972. doi: 10.2307/1131036

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Primary ThemesPart I – Building trust and showing respectPart II – Reasons for success and failure

Verbal and non-verbal intelligenceAbility or effortEffort and task difficultyLuck or skill

Strategies for encouraging motivationPart III – Learning with the whole body and not just with

the mindWhat knowledge is of most worth?Catch ‘em being good!Promoting fairness in the classroom

Part IV – AssessmentLong-term and short-term benefitsSeparation in brief encounters

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Build a Higher Thought (verbs you can use)

list, identify, locate, memorize, review, match, name, read, recall, repeat

how, apply, make, translate, illustrate, record, teach, construct, demonstrate

summarize, abstract, classify, dissect, compare, contrast, deduce, order, investigate, rank, differentiate, categorize, separate

hypothesize, imagine, compose, combine, invent, create, infer, estimate produce, forecast design, predict

editorialize, decide, evaluate, dispute, rate, discuss, verify, judge, grade, choose, assess, select

Evaluation

Recall

Analysis

Application

Synthesis

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Thank you for participating!